2018 - Masters of Education, Murdoch Univeristy
April 2018 - First Steps in Mathematics (Number), Newman (participant) May 2017 - Hawker Brownlow Thinking and Learning Conference, Melbourne (participant) April 2017 - Presenter at Staff Development Day - <Code17> April 2017 - Presenter at Skills & Trades Expo Newman March 2017 - <Code17> Conference, Perth (participant) February 2017 - Presenter at Staff Development Day - Pilbara Education Partnership Program 4: Academic Enrichment for Year 4/5/6 students September 2016 - SharpReading Decoding Strategy Stage 1 & 2, and Comprehension Strategy Stage 3, Perth (participant) July 2016 - Google for Educators, self-paced (participant) July 2014 - Visible Learning, Newman (participant) 2012 - Bachelor of Education (Early Childhood and Primary), Murdoch University 2012 - Postgraduate Certificate in Business Administration (MasterClass), Murdoch University
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Tynjälä (2008) calls for an integrative approach to institutional and work-based learning. She argues that expertise consists of theoretical, practical and self-regulative knowledge and proposes a model of "integrative pedagogics" (Fig. 3, p. 145). How does this model compare with other authors perspectives? For Tynjälä, one implication of this model is that theory and practice cannot be separated in the development of vocational and professional expertise. What are your views on this position, conceptually, educationally and practically?How do you think problem-based learning could help liberate codified academic knowledge from its original academic source and make it ready for transfer? (Erault, 2004). What could be the place of reflection in their process?How useful is Biggs’ model to address Ramsden’s concerns, in regard to students’ capacity to pass exams and at the same time be unable to use their knowledge?
Are there other models that may address Ramsden’s concern? “Active engagement and learning by students is a likely prerequisite for the higher-order learning required for the principle-based and codified forms of occupational knowledge”
(Billett, 2009, p. 838). |
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